The organization of child's psychology in primary education and the attitude between teacher and pupils

Key words: Teachers, pupils, psychology, confidence, children, guide, teaching, classroom.

Ключевые слова: учителя, школьники, психология, уверенность, дети, гид, обучение, класс.

The first, and most important, lesson is that no education system can be better than the quality of its teachers. The most successful countries, from the Far East to Scandinavia are those where teaching has the highest status as profession .South Korea recruits from their top 5 percent of graduates and Finland from the top 10 percent. Primary school education is in a period of controversy and change. Currently raging debates include the best ways of teaching children to read and gain confidence in mathematics, ways of dealing with emotional and behavioural problems and how to guide children towards good citizenship. Raising the level of teaching also requires a important strengthening of teachers authority in the classroom. In education , considering teaching, fear of bad behavior and violence is the most common reason for choosing an alternative career. At the heart of our plane is eyesight of teacher as our society`s precious asset. All people know that nothing matters more in regularizing education than giving every child access to the best possible teaching. We have to admit that teaching is more important than other professions. Because a child`s upbringing, future and education all of them start at school that at that period teacher plays important role. Dealing with students requires the educator’s ability to communicate with their students. And for us, we need to know how to talk. He must constantly learn to talk, to communicate. He must be able to conduct the lesson effectively, to speak, to use methods such as conversation, lecture, storytelling, to communicate with students in the whole educational process in general. Many primary school teachers will recall attending Psychology of education courses during their initial training and although possibly finding some of the material presented quite interesting, never being very clear as to its relevance to the Every Day practicalities of teaching young children to read, write, sing, add up and make models. Different types of research and opinion improving in psychology and education during the Last twenty years, so that have transformed this situation. Research indicates that cognitive development and learning are not limited by General stages of development. It is important for instructors teaching Piaget's cognitive stage theory to also reference the limitations of this approach. Psychology curricula should highlight the significance of Lev Vygotsky's theory of zone of proximal development and the critical role that interactions with those Who are more capable can have on learning and raising. Research shows that prior knowledge influences both conceptual change in pupils. With conceptual growth, pupils add to their existing knowledge, and with conceptual change, pupils correct misconceptions or errors in existing knowledge. Two experiments examined the effects of prior knowledge on learning from different compositions of multiple representations in a mobile learning environment on plant leaf morphology for primary school students. Primary education is a building block not only for further education, but for the future.it is necessary to set a bigger goal than primary education in order to achieve great success goals in the future. If knowledge from primary education is not well imparted, man's future will be like a fruitless tree. There are many stages in the development of the primary education system: It should be noted that good primary education should be provided first, especially in rural schools. Today, the education system in the big cities has all the advanced technologies, but in the remote villages there are not many conditions. This can lead to poor student learning. In each city, in each school, the young man must have sufficient skills in primary education to enter secondary education. Education is a about the here and now as well as the future, but schools should also adress the wider condition and needs of children and society in today's complex world. Children leaving primary school should of course be ready for what follows, but what follows year 6 is life, not Just year 7. While primary schools must and do insist on the importance of literacy and numeracy, they should also lay foundations in other areas in spoken language, science, the arts, the humanities, in physical, emotional and moral development and lived experience. In the first place, the relationship between teacher and student plays the biggest role in the lesson. The child's interest in science depends on what the teacher teachers. The situation in the classroom and the education system shape the student's brain. The teacher should study the behavior and attitudes of each student in the classroom. In addition to knowledge during a lesson, this development should be spent on educational hours. The child's external behavior may interfere with the learning process. Have a class discussion about positive Behaviour and Base an activity on it, such as creating reminder posters for the classroom. Introducing speech entrepreneurship is the main task of a school teacher. This is the work of the well-known linguist Nizomiddin Mahmudov. It is necessary to quote his opinion: “At the same time, with the education of speech culture in the school, without exception all academic disciplines should be used indirectly. Will there be math whether physics or history, the teacher is a role model with his or her speech culture to demonstrate the complete language of the relevant field of science, and in this way it is desirable to give the student a sense of the word. In educational practice exhibitionism has long been seen as a necessary factor, therefore the teacher spends a lot of time making a variety of visual aids. This OK, but let's not forget that teaching speech culture is a beautiful Word the cultivation of pleasure is, in general, a basic, lively visual weapon in the education of linguistic aesthetics the teacher himself. " to determine some mental characteristics of students (memory, speech, thinking) and the degree to which they are educated, educated; b) predicting difficulties in students' transition from one level to another; c) taking into account the arguments and opinions of children in the organization of the educational process; g) to organize their pedagogical work taking into account various mental changes and development of students; d) work with gifted students, organization of individual work. How to teach: a) Use a set of different teaching and learning methods, taking into account the effort and time spent in the work process. The main methods of pedagogical influence are demand, perspective, encouragement and punishment, public opinion. Demand is a very common method in practice, which is used in the educational process through the expression of the teacher's personal attitude to the pupil, or to encourage or stop these behaviors. It is the primary method of pedagogical influence and plays a special role in the development of responsibility and self-reliance in students. We rarely worry about inner motivation. One word is enough to describe our sincere desires, our situation - "I want". Kids enjoy listening to a band they like, making something with their own hands, or reading adventure novels because they like to do it. External motivations vary from pocket money to school grades. It can be explained in one sentence: "If you do this, you will get it." Psychologist Alfi Cohn warns not only parents but also teachers in their book "Rewarding with Rewards" to take advantage of various benefits. Some parents promise to take their child to the zoo for a good education, while others buy expensive gadgets and even give money. The problem is that this method does not work: the student continues to study in this way, and even gets upset with loved ones for not achieving what is promised!

List of used literature

1. 
   Yasnitsky, A., van der Veer, R., & Ferrari, M. (Eds.) (2014). The Cambridge Handbook of Cultural-Historical Psychology. Cambridge: Cambridge University Press
   
2. 
   Lambert, E. Beverley (2000). Questioning Vygotsky’s ‘Theory’ of Play. Early Child Development and Care 160(1):25-31. DOI: 10.1080/0030443001600103